A Study on the Development of the Near Poor Families' Children - Focused on Dae-jeon area -

Song Ji Hyun; Kim Eun Jin; Song, Ji Hyun; Kim, Eun Jin

doi:10.13048/jkm.19007

JKM > Volume 40(1); 2019 > Article

Hyun and Jin: A Study on the Development of the Near Poor Families’ Children

Original Article

The Journal of Korean Medicine 2019; 40(1): 78-85.

DOI: https://doi.org/10.13048/jkm.19007

A Study on the Development of the Near Poor Families’ Children:

-Focused on Dae-jeon area-

Song Ji Hyun

, Kim Eun Jin

Department of Pediatrics, College of Korean Medicine, Daejeon University

Correspondence to: 김은진 (Kim Eun Jin), 대전광역시 서구 대덕대로176 번길75, 대전대학교 부속 둔산한방병원 한방소아과, Korean medicine hospital of Daejeon university, 75, Daedeok-daero 176 beon-gil, Seo-gu, Daejeon, Republic of Korea, Tel: +82-42-470-9138, Fax: +82-42-470-9005, E-mail: utopialimpid@naver.com

Received February 20, 2019 Revised March 21, 2019 Accepted March 21, 2019

Abstract

Objectives

The purpose of this study is to evaluate the development of the near poor Families’ Children via learning disability indices, frontal executive function.

Methods

Seventeen children (10 boys, 7 girls, 6.6–11.9 years) from the near poor Families’ were enrolled in this study. Children were evaluated for a learning disability and frontal executive function.

Results

In Learning disability indices, 3 children showed low scores in subscales and 2 children showed low scores in learning quotient. In Frontal executive function, 3 children showed low scores in CCTT (Children’s Color Trails Test) and 11 children showed low scores in STROOP (Stroop Color and Word Test).

Conclusions

Intensive management, educational programs, and additional neuropsychological tests will be needed in children with low learning scores.

Keywords: the Near Poor family, K-LDES, CCTT, STROOP, Learning disability, Executive function

Table 1

Characteristics of the Subjects

	Boys	Girls	Total
Number	10	7	17
Age (year)	10.43	8.59	9.67

Table 2

Learning Disability Evaluation Scale by K-LDES

	Boys	Girls	Total
Listening	11 ± 2.14	12 ± 2.30	11.47 ± 2.20
Thinking	10.88 ± 2.53	11.43 ± 2.50	11.13 ± 2.45
Speaking	10 ± 4.66	11 ± 2.38	10.47 ± 3.68
Reading	9.63 ± 3.73	11 ± 2.71	10.27 ± 3.26
Writing	11.12 ± 2.30	11 ± 2.58	11.07 ± 2.34
Spelling	9.63 ± 3.50	10 ± 2.08	9.80 ± 2.83
Mathematical calculation	11.63 ± 2.33	11.57 ± 2.57	11.60 ± 2.35
Learning Quotient	103 ± 15.78	106.57 ±12.49	104.67 ± 13.96

1) K-LDES: Korean version of Learning Disability Evaluation Scale

Table 3

Frontal Executive Function by CCTT, STROOP

		Boys	Girls	Total
CCTT	CCTT-1	51.5 ± 12.42	48 ± 9.59	50.06 ± 11.16
	CCTT-2	53.7 ± 10.64	51.43 ± 7.12	52.76 ± 9.16
	Interference index	55.8 ± 6.53	52.29 ± 8.24	54.35 ± 7.25
STROOP	Word	57.1 ± 9.51	48.43 ± 8.90	53.53 ± 10.00
	Color	55.1 ± 9.45	45.14 ± 11.13	51 ± 11.05
	Color-word	45.8 ± 9.44	44.43 ± 13.30	45.24 ± 10.81
	Interference score	40.1 ± 6.95	47.57 ± 7.48	43.18 ± 7.91

1) CCTT: Children’s Color Trails Test

2) STROOP: Stroop Color and Word Test

Table 4

Relation between Learning Quotient by K-LDES and Frontal Executive Function

	value		Learning Quotient
CCTT	CCTT-1	pearson	0.315
	CCTT-1	P	0.253
	CCTT-2	pearson	0.582^*
	CCTT-2	P	0.023
	Interference index	pearson	0.344
	Interference index	P	0.209
STROOP	Word	pearson	0.299
	Word	P	0.280
	Color	pearson	0.175
	Color	P	0.533
	Color-word	pearson	0.236
	Color-word	P	0.398
	Interference score	pearson	−0.058
	Interference score	P	0.837

1) K-LDES: Korean version of Learning Disability Evaluation Scale

2) CCTT: Children’s Color Trails Test

3) STROOP: Stroop Color and Word Test

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